The prevailing expectation in education today is, "All children can learn." This expectation includes all children, including disadvantaged children and those who come from poverty. Our actions are guided by our expectations. If we believe that all children can learn, then children can learn. If we believe that children cannot learn, then our self fulfilling prophesy will come true. If children sense we do not believe in them and their ability to learn, they will not believe in themselves. If children perceive we believe they can learn and we expect them to learn, children then will believe in themselves and learn. We as teachers can turn them toward learning or against learning. The focus of this article is meeting the diverse needs of disadvantaged children. The concern arises when teachers do not watch for underrepresented groups who are consistently delayed in achievement. The reasons sometimes include socio-economic status, diverse families, and cultural barriers. Another valid reason is inadequate responses by schools, specifically administrative leaders and classroom teachers. Making a positive impression on a disadvantaged student's life is a once in a lifetime opportunity. The teacher can be that one light that inspires a life forever. The teacher can be that inspiration that saves a child from years of poverty leading toward years of fulfillment, gratification, and prosperity.